Wida – Can–Do Descriptors – Language Development Indicators for Grades 3-5



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Student Name: ______________________________ Date Initiated: ____________________ Grade Initiated: __________ Initiating Teacher: ______________________________ Initiating School: ______________________________

WIDA – Can–Do Descriptors – Language Development Indicators for Grades 3-5




Level 1 - Entering

IP

D

Level 2 - Beginning

IP

D

Level 3 - Developing

IP

D

Level 4 - Expanding

IP

D

Level 5 - Bridging

IP

D

Listening

  • Point to stated pictures, words, or phrases







  • Categorize content-based pictures or objects from oral descriptions







  • Follow multi-step oral directions







  • Interpret oral information and apply to new situations













  • Follow one-step oral directions (e.g., physically or through drawings)







  • Arrange pictures or objects per oral information







  • Identify illustrated main ideas from paragraph-level oral discourse







  • Identify illustrated main ideas and supporting details from oral discourse







  • Construct models or use manipulatives to problemsolve based on oral discourse







  • Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)







  • Follow two-step oral directions







  • Match literal meanings of oral descriptions or oral reading to illustrations







  • Infer from and act on oral information







  • Distinguish between literal and figurative language in oral discourse













  • Draw in response to oral descriptions







  • Sequence pictures from oral stories, processes, or procedures







  • Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media













  • Evaluate oral information (e.g., about lunch options)







Speaking

  • Express basic needs or conditions







  • Ask simple, everyday questions (e.g., “Who is absent?”)







  • Answer simple content-based questions







  • Answer opinion questions with supporting details







  • Justify/defend opinions or explanations with evidence







  • Name pre-taught objects, people, diagrams, or pictures







  • Restate content-based facts













  • Make predictions or hypotheses from discourse







  • Discuss stories, issues, and concepts







  • Give content-based presentations using technical vocabulary







  • Offer solutions to social conflict







  • Give content-based oral reports







  • Recite words or phrases from pictures of everyday objects and oral modeling







  • Describe pictures, events, objects, or people using phrases or short sentences







  • Present content-based information







  • Offer creative solutions to issues/problems













  • Answer yes/no and choice question







  • Share basic social information with peers







  • Engage in problem-solving







  • Compare/contrast content-based functions and relationships







  • Explain in detail results of inquiry (e.g., scientific experiments)







Reading

  • Match icons or diagrams with words/concepts







  • Identify facts and explicit messages from illustrated text







  • Interpret information or data from charts and graphs







  • genres of text (e.g., “and they lived happily ever after”— fairy tales)







  • Summarize information from multiple related sources







  • Identify cognates from first language, as applicable













  • Identify main ideas and some details







  • Match graphic organizers to different texts (e.g., compare /contrast with Venn diagram)







  • Answer analytical questions about grade-level text







  • Make sound/symbol/word relations







  • Identify elements of story grammar (e.g., characters, setting)







  • Sequence events in stories or content-based processes







  • Find details that support main ideas







  • Identify, explain, and give examples of figures of speech







  • Match illustrated words/phrases in differing contexts (e.g., on the board, in a book)







  • Follow visually supported written directions (e.g., “Draw a star in the sky.”)







  • Use context clues and illustrations to determine meaning of words/phrases







  • Differentiate between fact and opinion in narrative and expository text













Writing

  • Label objects, pictures, or diagrams from word/phrase banks







  • Make lists from labels or with peers







  • Produce simple expository or narrative text







  • Take notes using graphic organizers







  • Produce extended responses of original text approaching grade level







  • Communicate ideas by drawing







  • Complete/produce sentences from word/phrase banks or walls







  • String related sentences together







  • Summarize content-based information













  • Copy words, phrases, and short sentences







  • Fill in graphic organizers, charts, and tables







  • Compare/contrast content-based information







  • Author multiple forms of writing (e.g., expository, narrative, persuasive) from models







  • Connect or integrate personal experiences with literature/content







  • Answer oral questions with single words







  • Make comparisons using real-life or visually-supported materials







  • Describe events, people, processes, procedures







  • Explain strategies or use of information in solving problems







  • Create grade-level stories or reports







"The WIDA® CAN DO Descriptors © 2009 Board of Regents of the University of Wisconsin System. WIDA is registered trademarks of the Board of Regents of the University of Wisconsin System. For more information on using the WIDA CAN DO Descriptors please visit the WIDA website at www.wida.us."

IP = In Progress D = Demonstrated in all academic subjects *Please put dates in cells adjacent to indicators when you mark each indicator. This can be used to track when the student moves from In Progress to Demonstrated. Last date reviewed with student: ___________________

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